Civic Skills as a Priority for Project-Based Learning in Pancasila Education: A Mixed-Methods Needs Analysis in Elementary Schools

Abstract

Pancasila Education in elementary schools requires learning experiences that develop civic knowledge, civic skills, and civic disposition. This study aims to describe fifth-grade students’ civic competence, examine differences across schools and gender, identify associations among the measured dimensions, and compare student and teacher responses to PjBL-related learning indicators. A sequential explanatory mixed-methods design involved 112 fifth-grade students and five teachers from five public elementary schools in Sleman, Indonesia. Quantitative data were collected using a 19-item dichotomous student questionnaire and a teacher questionnaire, while qualitative data were obtained from students’ open-ended responses and teacher interviews. Data were analyzed using descriptive statistics, Kruskal–Wallis, Mann–Whitney U, Spearman correlation, and qualitative content analysis. The results showed scores of 92.6% for civic knowledge, 74.9% for civic skills, 85.1% for civic disposition, and 51.3% for PjBL-related indicators. Civic skills showed the strongest association with PjBL-related indicators (ρ = 0.465, p < 0.001), while student and teacher responses differed substantially on PjBL-related indicators (51.3% vs. 80.0%). Qualitative findings indicated students’ interest in collaborative, creative, and project-oriented activities. These findings provide preliminary evidence for considering PjBL as a potential approach to support civic-skills development, while further research should employ more comprehensive and psychometrically validated instruments and examine PjBL implementation and effectiveness.